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This study proposes identification with nature as a pedagogical technique in teacher education for sustainability to facilitate commitment to care about nonhuman nature, such care being an important underpinning of an inclusive and hence sustainable humannature relationship. 29 pre-service teachers participated in a series of learning activities which involved using identification with nature combined with creative forms of expression such as eco-story and eco-poetry to reflect on the human-nature relationship. Findings from qualitative content analyses of student-generated creative writings and subsequent evaluations of the proposed learning experience support the use of identification in learning about human-nature relationships to promote care for and inclusion in nature through nuanced awareness of similitude between the human and the nonhuman.

Purpose – This paper aims to contribute to the body of practical knowledge about reorienting teacher education to address sustainability by reflecting on an action research experience from a study course on sustainability in a regional university. Design/methodology/approach – It contemplates the usage of aesthetic learning to activate pre-service teachers’ presentational knowing about inclusion and exclusion – modes of relationships which are essentially sustainable and unsustainable, respectively. The research participants are involved in creation, interpretation and discussion of drawings-cum-concept-maps about inclusive and exclusionary relationships in social and educational contexts. Findings – The participants are found to express their knowledge through presentational forms such as colour, spatial alignment, direction and mimicry. Research limitations/implications – This qualitative study being an action research into the particulars of a specific situation precludes abstract generalisation. Yet it is hoped that the findings may illuminate related concerns in similar contexts as educators seek inspiration and guidance for improving their practices of implementing teacher education for sustainability. Originality/value – The paper proposes aesthetic learning as a means to involve pre-service teachers in active generation of personally meaningful and practically applicable insights, enabling communication of complex ideas and fostering emotional engagement with peers. It is also suggested as a pathway towards accessing, exploring and, potentially, enriching the participants’ assumptions about relational issues such as inclusion and exclusion as pre-service teachers strive to make personal sense of what it means to live sustainably.

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